To succeed in today's competitive global markets, organizations are hiring responsible problem solvers and collaborative "associates" who improve productivity, assure quality service, and contribute creatively. These organizations demand employees who are skilled at learning to learn, listening, communicating, problem solving, teamwork, and leadership. The dramatic shift in the way employers conduct business demands the concurrent redesign of antiquated teaching and testing emphases in colleges. Teachers committed to preparing students for professional and vocational opportunities must share employers' emphasis on constant improvement, leadership, pride in workmanship, and price-based decision making. The dual emphasis on course content and learning process is essential in a global economy where the breadth of professional and technical information defies individual mastery and demands collaboration. Quality teachers reward learning and deemphasize test scores. At Santa Fe Community College in New Mexico, many instructors teach students using quality management principles, administering traditional multiple-choice and true-false tests in three stages. In stage one, instructors collect completed tests and record only how many questions each student answered correctly. In stage two, students are invited to find their own errors and to re-submit their answers for further evaluation. In stage three, students form teams of up to five members and complete the same test as a group, developing skills associated with group problem solving. In evaluations, students in these quality classrooms express greater comprehension and self-confidence. (PAA)